Meeting the Challenge of the
Oral Language Gap
Skill in Verbal Reasoning is a Major Factor in
Performance on the FCAT
Barbara Gaiser MS, CCC
Speech/ Language Pathologist
Reading First Coach
Just Read Florida
Johnny can decode but not
comprehend the FCAT.
Verbal Reasoning



Using language to think
Without a language system must “think”
using mental visual images
FCAT is testing how well we can think about
information we get from reading written
texts.
FCAT Language Specifications




Identify or label things, events and
ideas using words
Understand that new information is
embedded in clauses/phrases
Relate information/ideas to other
information/ideas using conjunctions
Apply verbal reasoning processes that
may not be modeled in their home.
Johnny can decode but not
comprehend the FCAT.
Rationale for Oral Language
Instruction




Sunshine State Standards which are correlated with verbal
learning and reasoning: L.A.A.l.l.3; L.A.A.l.2.3; L.A.B.1.1.2;
L.A.B.1.1.3; L.A.B1.2.2.
Readers use oral language to make sense of words they see in
print.
Readers must understand 95% of words in a text before
comprehend meaning.
Advanced readers must be able to learn new word meanings
from contextual and derivational clues in the written text.
Asha’s Position Statement
(2001)
“Roles and Responsibilities of the SLP with Respect to
Reading and Writing in Children and Adolescents.”

Inextricable link between spoken and written language

Hierarchical and reciprocal relationship

Recognition that the same children who have
problems with spoken language also have problems
with reading an writing
Goals of Oral Language Instruction

To connect words found in text, to the student’s life
experiences, thereby those words meaning.

To clarify and extend word meanings.

To develop strategies for learning new words.

To use language to both gain and give information
orally and graphically.
SLP Outcomes
Good and the Greater Good.



Identify and plan to implement IEP objectives which
are most relevant and supportive of literacy tasks
grades k-3.
Resolve scheduling issues associated with 90 minute
Reading Block through use of SLP directed
“authentic” center based instruction.
Use expertise and leadership ability to advance all
student's oral language and verbal reasoning skill as
tested by the FCAT.
The Greater Good

Verbal reasoning is how we think.

If a person does not think for themselves, someone will think
for them.

Our students, schools and society are in jeopardy.

We have a moral obligation to use our talents to effect positive
change.

As a member of your school’s Reading Leadership Team you
can be part of the solution.
Outcomes for the Educational
Leaders, Reading Coaches and
Teachers



Understand the link between oral language and
mastery of the SS State Standards as measured by
SAT 10 and FCAT.
Identify what oral language is most educationally
relevant for k-3.
Recognize what strategies do and don’t work to
effectively increase oral language skills.
Outcomes (cont)



Develop and implement explicit language instruction
as an integral part of all classroom instruction and
routines.
Develop a plan for targeting students who are at high
risk and provide for iii grades k-3.
Provide follow though: inspect what you expect and
reward results.
Research: Facts for Focus



Vocabulary knowledge is one of the single most
important factors contributing to comprehension.
95% of the words in a text must be known in
order for the text to be understood.
Students need to add approximately 2000-3500
word meanings to their reading vocabulary a
year.
Source: National Reading Panel. 2002
In Florida our effectiveness will be judged
by the performance our students make on
the FCAT
The oral language gap is a major limiting factor
in student performance on the FCAT at third
grade.
Skill in oral language/verbal reasoning will have
an even greater impact on FCAT performance
in later grades.
Source: Dr. Joseph Torgenson, - Director Florida Center Reading Research. 2004
What skills are particularly deficient in
level 1 and level 2 readers in 3rd grade?
FCAT Performance Level
1
Skill/Ability
2
3
4
5
WPM on
DIBELS
61
96
111
132
155
Fluency
Percentile
6th
32nd
56th
78th
93rd
Phonemic
Decoding
25th
45th
59th
74th
91st
Verbal
knowledge/
Reasoning
42nd
59th
72nd
91st
98th
SAT9
percentile
31st
45th
69th
87th
95th
Source: Dr. Joseph Torgenson, Director – Florida Center for Reading Research. 2004
60
Average Percentile
50
40
32
34
32
34
30
20
Average verbal score of level 1
10
Students in FCAT study was 42nd %
0
Kindergarten
1st
2nd
Dr. Joseph Torgenson, Florida Center for Reading Research, 2004
3rd
Percentile on test of Oral Vocabulary
Percentile Scores on Peabody
Johnny can decode but not
comprehend the FCAT.
Etiology of the Language Gap

Research indicates that children from lower
socio-economic strata have adult models who
use:






Non specific referents
Provide directives rather than interactions
Use concrete language
Few expansions of information
Less complex language
Limited models for verbal problem solving
FCAT Language Specifications

Identify entities and ideas with words

Find new information embedded in text


Relate info and ideas to other info and ideas
using conjunctions
Use verbal reasoning processes not modeled orally in
the home.
Pause and Reflect

Marketing: Sell it up and work it down

Use PPVT and Gates scores from Outcome Measures
to identify high risk students. (RC)

Implement a plan for all student which includes both
refined instruction and curricular supplements. (RLT)

Create prescriptive plans for high risk students: such
as a Language Literacy Center or Class. (RLT)
Components of Oral
Language
Vocabulary
Labels
Concepts
Relationships
Abstract Ideas
Morphology
Affixes
Rules for
Communication
Functions
Syntax
Sentence Types
Source: Language Development and Language Disorders. Bloom and Lahey
Oral Language Components
Specific Skills at Grade Levels

See Handout #1
What Every Teacher Must Know
to Teach Oral Language






When to use explicit vs. implicit instruction
The difference between teaching and testing
The criterion for word selection
Know what strategies do not work
Know what strategies do work
How to make time to do it
Expansions and Expiations

Expansions refine the grammar.
Them dogs be big. Those dogs are big.

Expiations expand the meaning.
Those big dogs are called Great Danes.
Teachers should habitually employ both
in adult/student interactions.
Differentiating Between Implicit
and Explicit Instruction


Implicit instruction reinforces word knowledge though
experiences and modeling. Works well for good
“incidental learners”. Does not provide for multiple
repetitions and word knowledge expansion.
(Indirect)
Explicit instruction reinforces word knowledge though
a sequential and intentional process and works will
for students who need multiple repetitions and word
knowledge expansion.
(Direct)
Teaching vs. Testing

Always teach before you test.

Identifying and teaching pre-requisite skills



Teaching involves providing: rules, explanations,
examples and non examples.
Testing is done to check for comprehension.
Testing involves asking the student to: show, find,
point or tell you something.
Criterion for Word Selection

Tier 1
Basic words usually “labels for
things for actions”. (Boy acts funny)

Tier 2
Words that are useful in
describing own life and/or which are
likely to appear in multiple
contexts (Youngster is comical)

Tier 3
Words that are specialized
Found in content area texts
(Comedienne)
Adapted from Building a Robust Vocabulary, Isabel L Beck, PhD, and Margaret
McKeown, PhD.
Tier Two Words
Source: Elements of Reading Vocabulary, Beck PhD.& McKeown Ph.D
First Grade
clumsy
suspense
plead
invisible
scold
gobble
romp
tidy
exaggerate
glimpse
dull
caution
regret
Second Grade
glimmer
murmur
weary
glee
cooperate
cozy
hectic
generous
predicament
cling
treacherous
elegant
Miniature
Third Grade
assume
tremble
nutritious
resemble
obvious
coincidence
confirm
gracious
priority
conceal
frisky
abundant
bizarre
Name That Tier
forlorn
disguise
hungry
absurd
oboe
corner
carburetor
kitchen
Little Words –Big Problems



Conjunctions link two or more thoughts and often
confuse the reader who does not understand their
meaning.
Conjunctions are usually short words which are
commonly used and therefore overlooked as a target
for direct instruction.
Example: You can have cake and ice cream if you
work out tonight; however, it isn’t great cake,
therefore I'd pass, albeit that's my opinion.
Negation is Not Easy



Children often hear the contracted negative.
Parents rarely use the more formal “not” to
indicate negation, tests frequently do.
Example: Show me the cow that is not
eating.
Noun and Verb Phrases and
Clauses



Phrases and clauses are used in the language
system to convey information. “Santa’s little
helpers”.
When a student does not learn to integrate
phrases and clauses into their oral language
they often overlooked them in written text.
Example: I want the Mickey Mouse watch,
that has diamonds marking the hour, which is
located in the front of the little store.
Background :
Oral Language Development

Age 2
Labels

Age 3
Concepts and grammatical forms

Kindergarten may be 2-3 years delayed

CCRP expects CA=LA
Oral Language Targeted for Explicit
Instruction
Grades k-2 Curriculum Mapping
Conceptual Language
Spatial / locational
Temporal
Quantity/Measurement
Grammar
ing, ed, ‘s, er, est
plurals, pronouns,
To meet their
needs
conjunctions and, or, if,
but, because
To control their
world
Wh questions
Tier 2 Vocabulary Words
CCRP Words
Supplemental Materials
Tier 3 Vocabulary Words
“Read Alouds”
Content Area
Social Use
Sentence Structures
Noun phrases
Verb phrases
Simple and compound
Oral Language Targeted for Explicit
Instruction
Curriculum Mapping for Grades 3-5
Abstract Language
Multiple meanings
Similes
Idioms
Proverbs
Metaphors
Grammar
Conjunctions
Secondary verbs
Prefixes/Suffixes
Tier 2
CCRP Vocabulary
Words
Sentence Structures
Supplemental
Materials
Tier 3
Vocabulary Words
in content Area
Noun phrases and clauses
Verb phrases and clauses
Complex Sentences
Social Use
Problem solve
Negotiate
Entertain
Persuade
Code switching
Informal to Formal
Grade Level Expectations

See Handouts #2
Pause and Reflect


Revise curriculum maps to include age
appropriate language targets
For example: See Grade Level
Expectation Handout #2
Instructional Strategies That Don’t Teach
Language As Well as We Might Think

Student’s guessing at definition
Student exposed to inaccurate information
60% of answers judged unacceptable

Definitions from the dictionary
Vague, too concise
65% judged to be “odd”

Word meaning gleaned from text
Author’s purpose is to tell a story, not define words
Source: Building a Robust Vocabulary. Beck, McKeown, Kucan, 2003
Word Meaning From Text Often
Difficult to Determine

Mis-directive:
She is brilliant, we thought
grudgingly.

Non-directive:
I knew that whining voice,
it must be Cherise.

General:
I wish I could be as
gregarious as Tom.

Directive:
Uses synonyms and definitions.
I was so flummoxed, I was
confused, in a state of flux that day.
Instructional Strategies That Do
Work, Even Better Than You Think

Explicit instruction to teach new word meaning

Implicit instruction or modeling to reinforce acquired word
meanings

Teaching then testing for comprehension

Student friendly, bumper sticker definitions

Graphical organizers : word wheels, word continuums

Hearing the word in a variety of contexts throughout the day
EXCIPS MODEL for Explicit Language
Instruction
Exposure:
Relate to prior knowledge
Phonemic awareness
Student friendly explanation
Clarify with: examples, non examples, word
wheels and word continuums
Comprehension:
WH Questions, reasons, contexts, examples of use
Imitation:
Student imitates word in its grammatical context
Prompt:
Student prompted to use in follow up activities
Spontaneous:
Create ways to use and maintain by
incorporating into daily classroom routines
Specific Strategies: When and why
to use them to develop oral language
Strategy
Before
Word Maps
Word Wheel
Word Continuums
Feature Analysis
Visualization
Rule Statement
x
x
x
x
x
x
During
After
x
x
x
x
x
x
x
x
*A few used independently are worth many used dependently.
What does it mean to know a
word?






No knowledge
Concrete or partial definition
Memorized definition
Imitates what another student said
Can explain it to another
Can use abstractly: humorously or
figuratively
How “Word Wise” Are You?
Word
Vicissitudes
Surreptitious
Apoplectic
Flummox
Brouhaha
Know well
can explain
Can relate
to a situation
Have seen
or heard it
Do not know
at all
Authentic SLP Directed
Learning Centers
Phonemic Awareness




Auditory discrimination of same and different sounds,
that are progressively more alike
Segmentation of blends (cccvcc)
Provide strategies for teacher as well as small group
instruction for iii center.
Examples: Thumbs up/down, chin bounce, finger
count, back to back and board game.
Phonics


Teachers excel at this, not best use of SLP time
SLP may provide specialized help with students who
have dialectal differences which compromise short
vowels

Provide semantic cues to aid vowel sound recall

Example : LIPS (distinctive features) and /or Secret
Stories
Fluency




Function of decoding and
comprehension
SLP may assist when comprehension is
compromising rate/ wpm
May also help with prosodic features of
oral reading.
Examples: Reader’s Theatre
Oral Language



Semantic expansions of target words from CCRP,
concept development for time, place, quantity,
abstract ideas and figurative language.
Grammatical forms: morphological markers,
negation, pronouns, conjunctions, finding
information embedded in clauses and phrases.
Strategies: Maintain theme from CCRP, teach the
rule for the skill, adapt commercial products for
center use.
Comprehension




Identify the language pre-requisites for the
task.
Teachers excel at main idea, details, author's
purpose. (Confirm with school’s FCAT data
analysis)
Focus on prediction , inference, cause and
effect. (See word clues handout # 4 )
Teach the process as well as the grammatical
context in which the answer is framed.
Process to Teach Prediction





Relate or build prior knowledge
Describe what happened
Compare and contrast
Evaluate, can the same thing happen?
Use models when framing grammatical
context.
Integrate Higher Order Verbal
Reasoning in all Instruction

My purpose in teaching you this is….

The main idea I want to teach is…..

Compared to yesterday this …..

Looking at this, I can infer……

Based on what I know, I can predict…..

If I choose to do this, then I will have to……
Plan to Integrate Language
Instruction Across the Curriculum






Lesson plan must identify the measurable
skills to be learned in each of FAB 5.
First, identify the comprehension goal
Go back and identify language targets
Go forward and identify writing targets
Plans should be integrated.
See Lesson Plan Handout
Lesson Plan

See Handouts #3
Oral Language for the Instruction
of New Information

Slightly below the student’s oral language level as
determined by the mean length of utterance. (MLU)

Use simple sentences

Limit complex language: conjunctions and embedded
clauses

Reducing the level of instructional language ensures
you are teaching only one unknown at a time
Oral Language to Support Grade
Level Instruction




Identify the pre-requisite vocabulary in both your
instruction and the text.
Develop the prior knowledge needed to comprehend
the new information.
Paraphrase text using simple sentences.
Avoid use of embedded clauses and another complex
structures.
Written Language Problems that
Result from Limited Oral Language

Concrete ideation

Lack of development of details

Disorganization of events

Limited expression of ideas, characters or events

Lack of cohesive transitions.
Don’t Forget: Strategies to place
information in Long Term Memory

Associate
with something you already know
After the hurricane, we felt confused.
We were flummoxed when we returned to work.


Motivate
identify a reason to use the word
There are a lot of confusing things in this world
I will have many opportunities to use this word
Contextualize
know the grammatical form
Flummox means confused, It is a verb.

Repeat
to increase familiarity and
fluency
After I hear it while, practice a bit I am no longer flummoxed about
when and how to use the world
Source: Semantic Difficulties in Children with Language Impairments. Blackenberg
Reading Leadership Team
Checklist

Staff development for teachers/ PDP/Evaluation

Identify extent of problem (Outcome Measures: Gates/ PPVT)

Identify specific high risk students ( Outcome Measures: PPVT)

Plan for providing explicit language for all students (Supplemental)

Plan for iii for specific at risk students (Supplemental)

Provide programs, materials to teach language

Inspect what you expect: Walk through, PDP, Evaluation

Reward results.
“Edutainment”
Washington Post’s New Definitions

Sarchasm
The gulf between the author of sarcastic wit
and the person who doesn’t get it.

Inoculatte
To take coffee intravenously when you are
running late.

Hipatitis
Terminal coolness

Dopeler effect
The tendency of stupid ideas to seem
smarter when they come at your rapidly

Osteopornosis
A degenerate disease
Short Stories and Tall Tales by
the Princess and Pirate

Video learning series designed to teach the concepts
and grammatical forms to support early literary for
pre k through grade one.

Provides explicit instruction for students

Models explicit instruction for teachers

Provides implicit instruction in phonemic awareness,
story grammar and higher level verbal reasoning.
Short Stories and Tall Tales
by the Princess and the Pirate

A video learning series used to teach academically relevant oral
language, pre K- first grade.

Focuses on concepts and grammatical forms which support literacy

Explicit and integrated language instruction for phoneme awareness,
story grammar, symbolic progression for new vocabulary.

Implicit and integrated instruction for higher order verbal reasoning
skills.

Ordering Information: Sandia@lee.k-12.fl.us
References

Beck, I.L; McKeown, M.G.& Kucan, L. (2002)BringingWrods to Life: Robust Vocabulary
Instruction. NY: the Guilford Press.

Beers. L/ Vocabulary, figuring out what words mean. When Kids Can’t Read. What
teachers can do. (2003)

Blackenbery, T; Pye, C. (2005) Semantic Deficits in Children with Language Impairment.
Jr. Language Speech and Hearing Services in schools. Vol 36. pgs 5016

Bloom, L; Lahey, M. Language Development and Language Disorders. NY: John Wiley and
sons , 1978.

Lehr, F; Osborn, J. and Hierber, E. (2004) A focus on vocabulary. Pacific Resources for
Education and Learning.


National Reading Panel. (2000). Teaching children to read: An evidence-based
assessment of the scientific research literature on reading and its implications for reading
instruction.
Gaiser, B., Short Stories and Tall Tales by the Princess and the Pirate. Video learning series,
Lee County School District. Sandia@lee.k12.fl.us